Rethinking the Undergraduate Teaching Laboratory

Abstract: Laboratory experiences play a central role in teaching chemistry students several important aspects of scientific practice; from hands-on technical skills and safe handling of chemicals, to transforming theoretical concepts into practical understanding, analyzing and interpreting data, fostering critical thinking, and so much more. The specific laboratory learning goals, and pedagogical approaches used to achieve them, are inherently multifaceted and vary widely across instructors and institutions – resulting in diverse models of instruction, assessment, and evaluation. As the discipline of chemistry continues to evolve, alongside changes within industry, the technology landscape, and our societal needs, we should rethink undergraduate laboratory instruction to better reflect contemporary practices and needs. Aligning practical laboratory work with modern research methodologies, sustainability principles, and professional competencies is essential for preparing students as effective chemists for the 21st century.

This talk presents several approaches we have taken to modernize the undergraduate laboratory curriculum, drawing on examples from the second- and third-year inorganic chemistry courses at the St. George Campus. Key themes that will be discussed include fostering student collaboration, implementing guided inquiry, incorporating elements of authentic research, and embedding principles of green and sustainable chemistry. The talk aims to (1) illustrate different strategies for enriching the undergraduate laboratory experience and enhancing meaningful student learning, and (2) catalyze others to explore and adapt similar approaches within their own curricula.

Bio: Professor John De Backere earned his PhD in inorganic chemistry from McMaster University and after completing a postdoc at the University of Toronto, he joined the Department of Chemistry as an Assistant Professor in the Teaching Stream in 2019. His scholarly pursuits have largely focused on enriching students’ laboratory experiences using evidence-based approaches, such as guided inquiry and collaborative learning, resulting in several new and innovative undergraduate teaching experiments. Amongst other pedagogical interests, John is also passionate about green and sustainable chemistry education, aspiring to equip students with the skills and mindset to address global challenges responsibly. His excellence in teaching was recently recognized with a university-wide Cheryl Regehr Early Career Teaching Award in 2024.

Zoom Meeting Link:  https://uoft.me/Backere2026
Zoom Meeting ID: 876 4409 4555
Passcode: Colloq2526

If you are a student at UTM and UTSC and would be interested in attending this colloquium in person (travel expenses covered) and meeting our invited speaker, please send your request to chem.reception@utoronto.ca. 
All are encouraged to attend!